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SCHOOL IMPROVEMENT PLAN

May 2018

Table of Contents GENERAL INFORMATION ........................................................................................................................ 2

PARTICIPATING SCHOOLS ....................................................................................................................... 2

FACULTY AND STAFF ............................................................................................................................... 3

LEADERSHIP INFORMATION ................................................................................................................... 5

PROFESSIONAL LEARNING COMMUNITY VALUE STATEMENTS ............................................................. 6

VISION STATEMENT ................................................................................................................................ 7

MISSION STATEMENT ............................................................................................................................. 7

BELIEF STATEMENTS ............................................................................................................................... 7

DESCRIPTION AND LOCATION OF CURRICULUM .................................................................................... 8

TITLES AND DESCRIPTIONS OF ASSESSMENT INSTRUMENTS ................................................................. 9

PARTICIPATION OF STAKEHOLDERS ...................................................................................................... 11

TECHNOLOGY PLAN .............................................................................................................................. 13

SAFE AND DISCIPLINED LEARNING ENVIRONMENT ............................................................................. 16

ATTENDANCE DATA AND GOAL ............................................................................................................ 21

PERKINS CORE INDICATOR PERFORMANCE STANDARDS ..................................................................... 24

STUDENT ASSESSMENTS, STUDENT SURVEYS, TEACHER SURVEYS ...................................................... 37

DUAL COLLEGE CREDITS - 2015-2016--2016-2017 ............................................................................... 41

CERTIFICATIONS - 2015-2016--2016-2017 ............................................................................................ 43

HIGH SCHOOL DIPLOMAS and GRADUATION RATE .............................................................................. 45

ECA DATA ANALYSIS .............................................................................................................................. 48

END OF PATHWAY ASSESSMENTS ........................................................................................................ 50

ACTION PLANS AND PROFESSIONAL DEVELOPMENT ........................................................................... 51

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GENERAL INFORMATION Address 4202 Charlestown Road Certified Staff 46 New Albany, IN 47150 Instructional Support Staff 7 Phone Number (812) 542-8508 Enrollment 2014-2015 1360 Facsimile Number (812) 542-4799 2015-2016 1346 2016-2017 1423 Director of CTE Mr. Alan Taylor 2017-2018 1491 Principal Mrs. Nancy Campbell Assistant Principal Dr. Camille Portukalian

PARTICIPATING SCHOOLS Austin High School Lanesville High School Borden High School New Albany High School Charlestown High School New Washington High School Christian Academy of Indiana North Harrison High School Clarksville High School Providence High School Corydon Central High School Renaissance Academy Crawford County High School Rock Creek Community Academy Eastern High School Salem High School Floyd Central High School Scottsburg High School Henryville High School Silver Creek High School Homeschool South Central High School Jeffersonville High School

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FACULTY AND STAFF

April 2018

Administration Mr. Alan Taylor—Director of Career and Technical Education Mrs. Nancy Campbell—Principal Dr. Camille Portukalian—Assistant Principal

Student Services Valerie Prince—Counselor Daniel Weimer—Counselor

Faculty Elizabeth Adams—Literacy Coach Mike Bauerla—Electricity Bonita Cadle–Health Careers John Churchman—Horticulture; Landscaping Glenn Dethy–Automotive Services Technology Lonnie Donahue–Culinary Arts Amy Doyle–Network Systems Mark Doyle–Heating, Ventilation, Air Conditioning Duane Freiberger–Diesel Service Technology Vanessa Felix—Culinary Arts Cathy Hamilton–Architectural Drafting and Design Duke Harrell–Welding Technology Matthew Hyde – Entrepreneurship; Advanced Business Management Mark Hyers–Automotive Services Technology Sandy Juliot—Health Careers Alex Keller–Heavy Equipment Carrie LaPlant – Dental Careers Matt Mayfield—Automotive Collision Repair Betty McGee–Health Careers Frank McPhillips–Precision Machine Technology Kent Monohan – Fire & Rescue; EMT Joseph Paro–Culinary Arts Penne Reed–Health Careers Mark Robinson–Network Systems

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Mark Sickles–Interactive Media Allen Smith–Computer Programming and Software Development Mac Spainhour – Criminal Justice Rebekah Tyler – Aircraft Operations Steve Terry–Construction Trades Mike Thacker–Automotive Collision Repair Brad Troutman—Math Integration in CTE Jerry Walton – Welding Technology Don York – Criminal Justice Ron Zimmer–Construction Trades

Administrative Assistants Tara Askew, Tommi Griffin, Carol Hentchel, Laura May, Stacy Miller

Facilities and Maintenance Art Staser

Instructional Assistants Robert Darnell, Mark Elliott, Jennifer Lewis

Prosser School of Cosmetology Christy Cates—Instructor Trudy Grimes—Instructor Joyce Hurst—Receptionist Angie Reed, Instructor Mary Taylor, Director

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LEADERSHIP INFORMATION

Building Committee Nancy Campbell—Principal Glenn Dethy—Teacher Amy Doyle — Teacher Matt Mayfield — Teacher Kent Monohan--Teacher Camille Portukalian—Assistant Principal Valerie Prince—Counselor Ron Zimmer—Teacher

School Improvement Committee Elizabeth Adams—Literacy Coach Mike Bauerla - Teacher Nancy Campbell—Principal Glenn Dethy – Teacher Amy Doyle—Teacher Mark Doyle—Teacher Matt Mayfield — Teacher Camille Portukalian—Assistant Principal Valerie Prince—Counselor Mark Sickles – Teacher Art Staser – Plant Manager Brad Troutman— Math Integration in CTE

Craft Advisory Committees Program craft advisory committees, composed of business and industry leaders, assist instructors as they create curriculum, appraise job market demands, and review equipment and facility needs. The programs’ instructors host at least two committee meetings each school year. Membership rosters and minutes of each craft advisory meeting can be found in the principal’s office. Craft advisory meetings for each program were hosted two times during the 2016-2017 school year. For the 2017-2018 school year, one meeting was hosted in November and the other advisory meeting in April.

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PROFESSIONAL LEARNING COMMUNITY VALUE STATEMENTS

Through commitment and a heightened sense of professionalism, Prosser Career Education Center has maintained practices of a genuine Professional Learning Community. Prosser faculty and staff developed and maintained a culture of continuous improvement that focuses on results. Teachers believe a solid collaborative foundation will ensure student achievement. As our school moves forward, teachers engage with one another in the ongoing exploration of responses to the three crucial questions that propel a Professional Learning Community. Teachers professionally contemplate educational and practical responses and strategies as they consider what separates learning communities from traditional schools. Professionals in a PLC recognize that these three principles guide the school’s efforts to sustain the model until they become embedded within the culture of our school.

Ensure That All Students Learn Teachers shifted from a focus on teaching to a focus on student learning, profoundly influencing classroom and instructional strategies.

A Culture of Collaboration Educators who are part of a professional learning community recognize that we must work together to create structures to promote a collaborative structure.

A Focus on Results Teachers judge their effectiveness on the basis of results and participate in an ongoing process of identifying the current level of student achievement. Teachers establish goals to improve students’ current level.

Teachers within a PLC pay attention to all students’ learning. Four PLC questions that teachers address as they create their course syllabus, pacing guides, formative assessments, and quarterly tests are:

What do we want each student to learn?

How will we know when students “get it”?

How will we respond when a student experiences difficulty in learning?

What enrichment do we guide students who show they “got it”?

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VISION STATEMENT Prosser Career Education Center provides each student a rigorous career and technical education.

MISSION STATEMENT Prosser Career Education Center ensures each student the skills for continued education and for

career readiness.

BELIEF STATEMENTS All students are to be provided with a positive and safe learning environment.

Career and technical programs provide students life skills and knowledge to be successful members

of our global society.

Career and technical programs ensure a challenging curriculum for all students to develop skills for future careers and postsecondary education.

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DESCRIPTION AND LOCATION OF CURRICULUM

The content taught is based on the Indiana CTE Academic Standards at the Department of Education website, college dual credit standards with Ivy Tech and Vincennes University, and relevant industry certification standards. The websites can be found below:

http://www.doe.in.gov/standards

https://www.ivytech.edu/course-catalog/

http://catalog.vinu.edu/content.php?catoid=1&navoid=9

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TITLES AND DESCRIPTIONS OF ASSESSMENT INSTRUMENTS

ACCUPLACER Prosser students in at least ten different programs have the opportunity to earn dual high school/college credits at Vincennes University. In addition, students in 11 programs may earn dual high school/college credits at Ivy Tech Community College. To be eligible to earn college credits in some of these courses, students must take and earn an identified score on the respective placement test.

COMMON FORMATIVE ASSESMENTS/QUARTERLY ASSESSMENTS Teachers in all Prosser programs administer to students formative assessments during the course of instruction. In addition, teachers administer a common formative assessment/quarterly assessment each grading period.

ECA/END OF COURSE ASSESSMENT Prosser students who did not pass an ECA (Algebra I and/or English 10) must re-take the ECA at the same time their home school administers the test. Prosser student retake the ECA at their home school.

INDUSTRY CERTIFICATION/PATHWAY ASSESSMENTS (PAs) Every Indiana Area Career and Technical Education (CTE) District that receives federal Perkins funding is required to report annually on the number of students taking and percentage passing the state’s identified Technical Skills Attainment measures. These measures – including technical skills certifications, licenses and dual credit final exams or end-of-course assessments – are identified for each College and Career Pathway and are referred to as Pathways Assessments (PAs). The number of Indiana students taking Pathway Assessments and the percentage meeting the student performance indicators for Technical Skill Attainment (TSA), called 2S1, must increase each year in each CTE District and statewide. Program-specific certification assessments and EPA assessments are listed on the following page.

TECH SCHOOLS THAT WORK Prosser’s School Improvement model, Technical Centers That Work, requires that students complete the TCTW Student Survey. We will complete the TCTW Student Survey again in 2018-2019.

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Pathway/Concentration Required Assessment(s) Automotive Services End of Course Assessment/Final Exam

for VU dual college credit course Auto Collision Repair End of Course Assessment/Final Exam

for VU dual college credit course OR

ASE Student Certification Series: Collision Repair and Refinish

Construction Trades End of Course Assessment/Final Exam for Ivy Tech dual college credit course

Criminal Justice End of Course Assessment/Final Exam for VU dual credit college course

Culinary Arts and/or Hospitality Management End of Course Assessment/Final Exam for Ivy Tech dual college credit course

Diesel End of Course Assessment/Final Exam for VU dual college credit course

Drafting and Design End of Course Assessment/Final Exam for Ivy Tech dual college credit course

Emergency Medical Services End of Course Assessment/Final Exam for Ivy Tech dual college credit course

OR

Indiana EMT Certification Fire Science End of Course Assessment/Final Exam

for Ivy Tech dual college credit course OR

Firefighter I and II Certifications Landscape Management End of Course Assessment/Final Exam

for VU dual college credit course OR

Indiana Nursery and Landscape Association’s Passport to Landscape Industry Certifications

Precision Machine Technology End of Course Assessment/Final Exam for VU dual college credit course.

Welding End of Course Assessment/Final Exam for Ivy Tech dual college credit course

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PARTICIPATION OF STAKEHOLDERS

Prosser Career Education Center faculty and staff encourage parents and the community to remain informed of Prosser’s events. Those who are interested may access Prosser’s website at www.prossercareers.com, by “liking us” on Facebook, by accessing Prosser’s Twitter account, and Instagram. To apprise students, parents, and other community residents and businesses within our entire region, Prosser mails to middle school students, high school students, and business representatives an informative newsletter at least three times during the school year and posts an electronic newsletter monthly.

To assist students to be successful, Prosser’s faculty and staff partner with local business and industry, neighboring school communities, and students’ parents or guardians. Faculty and staff actively communicate with students’ parents and guardians in an effort to keep them aware of students’ progress and aware of information relevant to each student’s program. In addition, the instructor and/or counselor may invite parents to attend with their students a conference to address areas of academic or behavioral concern. Parents may access student performance information on the INOW parent portal and also receive letters, e-mails, and/or phone calls regarding their students’ attendance or current earned grades.

Many students compete in program-specific competitions throughout the school year. Parents receive letters or instructors personally interact with parents to advise them of trade competitions or to advise them of relevant information specific to the student’s program.

In a continuous attempt to inform parents and the community, Prosser hosts or participates in annual events:

July/August Orientation and registration for enrolled students

January Open House

February Recognize annual CTE Month; Highlight annual CTE Week; Regional Skills/USA competitions hosted at Prosser; hosted at Vincennes University; hosted at other regional locations

April National Technical Honor Society induction; Skills/USA state competition hosted in Indianapolis

May Senior Awards Night

June National Skills/USA competition

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To assist student achievement, Prosser Career Education Center hosts regular meetings with sending school personnel, as well as with community and business partners. The agendas for these meetings may be found in respective administrative offices.

Superintendents of sending corporations 2 per year

Principals of each sending school 2 per year

Counselors, special education facilitators, and teachers of record of all sending schools 3 per year

Craft Advisory Meetings 2 per year

General Advisory Meetings 3-4 per year

Parental and community involvement and communication are vital to assist students’ success. In an effort to increase parental and community participation, Prosser’s administrators, faculty, and staff will continue and increase these practices.

Invite postsecondary educational and business representatives, in addition to personnel from all armed forces, to speak with student

Expand electronic and personal communication o Send monthly electronic newsletters to parents as well as business stakeholders

Update/keep current Prosser web page

Update/keep current Prosser Facebook

Invite parents and community to Prosser to celebrate student achievement

Invite community members as mentors for students in non-traditional career programs

Create and utilize parent/guardian list serve to disseminate information

Utilize parent portal of INOW software

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TECHNOLOGY PLAN Description of how the school will integrate technology and the internet into the curriculum, including the technology tools students and faculty will use in the different academic areas to complete projects. During the past several years, Prosser Career Education Center has utilized technology and the internet throughout all programs’ curriculum. Ensuring that students are college and career ready requires effective instruction embedded with technology and state of the art equipment. Prosser Career Education Center has provided and will continue to maintain needed equipment and facilities for the 22 highly-technical programs. Modifying the goals and implementation strategies of the most recent technology plans, Prosser has established an updated blueprint to be implemented during 2017-2020. This plan was derived from the concept of S.M.A.R.T. (strategic, measurable, attainable, results, and time bound) goal proposals. Listed below are projected goals for the 2017-2020 school years.

Goal Title: Staff Development SMART Goal Statement: Faculty and staff will effectively utilize in daily instruction available technology, including but not limited to

INOW Electronic Gradebook and Parent Portal

Office 2016 Strategies

Teachers will be directed and advised of instructional technology training, including training pertinent to Office 2016 as well as features within the INOW Electronic Gradebook. Ongoing training will allow teachers to develop and maintain essential skills for effective instructional strategies and will further assist student success within the learning environment.

Administrative assistants will complete ongoing training to maintain DWD and DOE student-specific data.

Goal Title: Classroom Integration SMART Goal Statement: Each classroom instructor will create a technology learning environment by applying pertinent technologies enhancing instruction, including smart boards, and document cameras.

Strategies

Teachers will be trained to effectively utilize classroom instructional electronic devices, including smart boards and document cameras, to enhance student learning.

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Goal Title: One-to-One Computing Device SMART Goal Statement: During classroom instruction, teachers will provide all students with the access to the technology necessary for gaining proficiency in the 21st Century. These skills are required for each student to be college and career ready and to be successful in today’s society. Strategies

Teachers will be trained how to guide students to properly use school pertinent and/or program specific technologies, including personal mobile/digital devices. Students will utilize these devices for applications such as the Prosser App and the NAFCS Corporation App.

To engage student participation, teachers will model during student instruction innovative uses of technology, including Kahoot! and Quizlet.

Goal Title: Implement Collaborative Applications SMART Goal Statement: Google Apps for Education is available for Prosser Career Education Center faculty and staff. An evaluation of the instructional effectiveness of these collaborative applications will determine additional goals. Strategies

Instructors will be trained in the use of Google Docs and Google Drive.

Students and teachers will register for Google Mail (Gmail) accounts. Gmail accounts will ensure effective communication between students and instructors. Gmail accounts also allow the use of applications such as: Google Docs, Google Drive, and Google Plus.

Prosser Career Education Center incorporates in the School Improvement Plan its school-wide technology plans and professional development activities, reviewed and updated by the School Improvement Committee. In addition, Prosser will follow the direction of the district’s use of technology. Prosser’s faculty and staff in conjunction with the School Improvement Committee meet recurrently to assess and evaluate technology needs and goals. Staff members are directed to report to Prosser’s systems operator technological needs and successes. Barriers do exist to unquestionably ensure success in meeting school-wide technology needs and demands. Hardware costs and software costs including purchase and trading offer financial barriers. To assist teachers to become and remain technologically savvy, ongoing and adequate training must be identified and navigated within available timing. Establishing priorities of the identified goals and objectives will allow an ongoing sense of successful completion.

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Many components determine Prosser’s successful accomplishment of the identified school improvement goals, including the use of technology within those goals. All goals must directly correlate with student achievement, and a genuine and realistic technology plan will assist student achievement.

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SAFE AND DISCIPLINED LEARNING ENVIRONMENT

Prosser Career Education Center maintains a safe and disciplined learning environment. Dr. Portukalian, Prosser’s assistant principal, and each classroom instructor review with each student the student handbook received at the beginning of the school year to make students knowledgeable of policies and expectations. Trainings are attended yearly to obtain the School Safety Specialist license, and school safety training by the assistant principal and student resource officer. Additionally, each faculty and staff member adheres daily to the supervision schedule, which assures that students are supervised and monitored throughout the school day. Students know that their teacher will assist them with academic and program related activities and tasks. In addition, students are advised that all faculty and staff will assist them with specific personal or safety concerns. The New Albany-Floyd County Consolidated School Corporation has adopted a proactive Safety Policy that governs students who commit, attempt to commit, or threaten aggressive acts toward persons or property. As part of this policy, first time offenders who threaten or commit aggressive acts and who are not in possession of a weapon may be required to attend an educational/counseling program offered by the school. Second offenders of such conduct may be required to participate and complete an educational counseling alternative-to-expulsion program.

Bullying is prohibited by the corporation. Students who commit any acts of bullying are subject to discipline including; but not limited to suspension, expulsion, arrest, and/or prosecution.

Definition: "Bullying" is defined as overt, unwanted, repeated acts or gestures, including verbal or written communications or images transmitted in any manner (including digitally or electronically); physical acts committed; aggression; or any other behaviors committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the targeted student, creating for the targeted student an objectively hostile school environment that:

A. places the targeted student in reasonable fear of harm to his or her person or property;

B. has a substantially detrimental effect on the targeted student’s physical or mental health;

C. has the effect of substantially interfering with the targeted student’s academic performance; or

D. has the effect of substantially interfering with the targeted student’s ability to participate in or benefit from the services, activities, or privileges provided by the school.

The New Albany-Floyd County School Corporation Child Abuse and Neglect Policy is concerned with the physical and mental well-being of students. Staff are trained and reminded in professional

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development it shall be their responsibility to report immediately every case of suspected abuse, abandonment, cruelty, or neglect. It shall also be our policy to report orally to DCS or law enforcement. For more information see the, Every Child Succeeds ACT I.C. 31-33-1.

The corporation employs county and city police as School Resource Officers, (SROs). Prosser has a full time SRO due to the Safe Haven grant. Within this grant the SRO conducts trainings for students and staff, surveys are done, and student conferences. Students are encouraged to report any information necessary for a safe school. SRO’s assist Prosser in different roles. Their role as law enforcement officials may require them to take necessary actions to uphold the law to guarantee students’ sense of safety. The SRO will serve as a liaison between the school and the police department facilitating any exchange of information that may be necessary in maintaining a safe school environment. When asked, our corporation’s SROs assist with overall safety, providing support in planning and assisting emergency and evacuation drills. Each Prosser Career Education Center faculty and staff has in his/her possession a Safety Procedures folder, which is Prosser’s Emergency Preparedness and Crisis Intervention plan (EPCIP). Maps and locations are posted on the walls throughout the school. Faculty and staff follow the outlined procedures regarding any safety drill. Participants, including administrators, support staff, building maintenance representatives, counselors and instructors, review and update the Emergency Plan. By identifying areas of concern to ensure student safety, every section of the EPCIP is annually evaluated, drilled, and then analyzed for efficiency and effectiveness. All areas of emergency/crisis management will assure safety for students, faculty, and staff through crisis readiness. The NAFCS technology department assist Prosser in security cameras around the indoor/outdoor building. Three monitor systems exist located in the principal’s office, SRO’s office, and the front of the building. These cameras can also be viewed on electronic devices. Individuals are not allowed in the building without being buzzed in by office personnel. Visitors must sign in, present their driver license, and then it will be ran through the rapture system for a criminal check. Prosser has an emergency panic button if needed, and all staff are aware how to call 911. Prosser has various programs that assist with safety such as Health Careers, Fire and Rescue, and Criminal Justice. These programs have trained individuals that can be utilized in case of any emergency.

Analysis of suspension/expulsion data A principal or designee may deny a student the right to attend school or take part in any school function when alleged misconduct constitutes a violation of any of the “Grounds for Expulsion or Suspension.” Various segments in the student information guide inform students of interventions and consequences assigned for specific misconduct. Prosser students may be suspended from school if all other

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interventions have been exhausted and/or if students’ alleged violations deem such extreme consequence.

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During the 2015-2016 school year, 96 incidents of suspension were documented, compared to 64 incidents reported during 2014-2015. The following infractions provoked the most documented suspensions: 2014-15 2015-16 2016 –17 Defiance/Insubordination 27 47 25 Use or possession of tobacco or tobacco products 16 20 9 Violation of the NA-FC School Safety Policy 12 10 15 Violation of the NA-FC Drug/Alcohol Policy 2 5 5 Truancy 10 9 5 Other/Theft/Vandalism/Etc. 9 3 11 Bullying 2 2 5 78 96 75

Strategies to decrease suspensions and expulsions Training staff focused on the Professional Learning Community and PBIS Training paraprofessionals to monitor student behavior New teacher training program, created by the administrators, which includes extensive classroom

management training Teacher supervision of students enrolled in their program during the complete instructional day,

including time when teachers allow students to take an instructional break Increased teacher and staff supervision throughout student day, including times of student arrival, times

of student dismissal, and time between morning and afternoon instructional sessions Implementation of anonymous tip line for students to report incidents threatening student safety Encouraging students to report to school officials’ conflict situations that may provoke physical

altercations Encouraging students to seek from Prosser faculty and staff conflict resolution possibilities Encouraging students to seek from their home school counselor or other home school personnel conflict

resolution possibilities Teacher-directed/Teacher-initiated classroom management interventions Temporary (no more than one instructional day) removal from class Student Services will create a watch list of students with excessive absences to share and discuss with

teachers Student Services will maintain regular student conferences for student needs Parent contact is continued throughout the school year Positive postcards, awards, and other planned activities are done throughout the year to encourage

positive behavior Monitor student driving and parking lot Safety drills are practiced; reflections made with changes Safety documents on Google Students are trained to not let visitors in Data is kept and monitored for improvements SRO encourages students to have discussions

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Goals Look for ways to heighten awareness and safety in the building - including open bay doors, and customer

service with programs that acts as enterprises

Plans for student walk outs

District meetings and discussions

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ATTENDANCE DATA AND GOAL

As a Professional Learning Community, Prosser’s faculty and staff believe that students who engage in learning and recognize the value of the course content and learning activities will realize the value of attending school regularly. Students are expected to attend school regularly in order to derive the maximum benefits from the instructional program. Prosser’s attendance goal is to maintain daily attendance consistent with the state average. Prosser’s daily attendance rate decreased slightly in 2016-2017 when compared to 2015-2016. Prosser’s student attendance rate has been lower than the state average for the past three years. Prosser Student Attendance Rate State Student Attendance Rate 2016-2017 93.4% 95.7% 2015-2016 93.8% 95.8% 2014-2015 93.6% 95.8%

The following chart illustrates a review of 2015-2016 and 2016-2017 Prosser attendance record of students of each sending school.

Students’ Attendance to Prosser 2015-2016 2016-2017 Austin HS 93.4% 93.7% William W. Borden JR/SR HS 95.8% 96.5% Charlestown HS 93.2% 91.2% Christian Academy of IN 97.8% 97.6% Clarksville HS 94.9% 93.1% Corydon Central HS 94.2% 94.2% Crawford County HS 91.9% 93.9% Eastern HS 94.0% 94.1% Floyd Central HS 94.8% 94.3% Henryville JR/SR HS 93.8% 93.6% Jeffersonville HS 93.0% 91.3% Lanesville HS 94.1% 95.6% New Albany HS 93.1% 92.3% New Washington HS 93.6% 92.6% North Harrison HS 93.1% 93.7% Providence HS 94.8% 97.3% Rock Creek Community Academy 90.7% 92.2% Salem HS 94.1% 92.3% Scottsburg HS 93.8% 92.6%

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Silver Creek HS 94.5% 94.3% South Central HS 93.4% 94.3% Prosser’s strategies to increase attendance from their sending schools whose students accumulate excessive absences and strategies to maintain exemplary attendance include:

Administrators and/or Student Services personnel to report to the sending schools students’ excessive absences

Teachers and/or Student Services personnel to report to the student’s parent/guardian student’s excessive absences and/or truancies

Student recognition for exemplary attendance

Program recognition for exemplary student attendance Review (%) of the attendance record of students in specific programs 2014-2015 2015-2016 2016-2017 Aircraft Operations 96.2% 95.6% 95.0% Auto Collision Repair 91.9% 92.2% 93.5% Auto Technology 93.1% 93.5% 93.5% Building Trades 94.6% 93.6% 93.0% Computer Programming 96.1% 95.9% 95.0% Cosmetology 91.3% 94.2% 91.5% Criminal Justice 94.7% 94.2% 93.9% Culinary Arts 94.8% 92.9% 92.7% Dental Careers N/A N/A N/A Diesel Mechanics 95.2% 94.5% 95.6% Drafting 94.7% 93.3% 93.1% Electricity 93.2% 93.1% 95.8% Entrepreneurship 95.4% 92.1% 91.0% Fire and Rescue 93.3% 93.3% 91.7% Health Careers 92.6% 92.9% 93.3% Heavy Equipment 94.6% 94.4% 94.3% Horticulture 92.2% 92.6% 91.7% HVAC 92.8% 93.7% 93.4% Interactive Media 94.5% 95.4% 96.8% Machine Tool 95.7% 95.8% 96.5% Network Systems 95.5% 94.8% 94.5% Welding 92.6% 92.1% 94.1%

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In 2016-2017, the student attendance rate increased in 7 different programs. To assure a better chance of success of maintaining an above average attendance rate for 2017- 2018, Prosser’s strategies to increase the annual student attendance rate include:

Administrators and teachers will review with students the attendance policy.

Recognition for students who maintain exemplary attendance

Prosser Career Education Center follows the school board adopted district wide attendance policy.

Prosser will support the Greater Clark County School Board policy that states that students from the Greater Clark school system must be transported from their home school to Prosser on the bus transportation provided by their corporation.

Teachers will document the number of student absences.

Prosser faculty and staff will meet with students who accumulate excessive absences. Faculty and/or staff will contact parent/guardian of student who accumulates excessive absences.

Faculty and/or staff will contact the parent/guardian and the student’s home school when a student has accumulated consecutive absences without parent notification.

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PERKINS CORE INDICATOR PERFORMANCE STANDARDS Students who enroll at Prosser in a career and technical education course prepare for their post high school plans, regardless if their plans include enrolling in a postsecondary institution or entry into the skilled work force. Career and technical education is critical to the future of Indiana’s economy and is vital to the preparation of an educated and skilled workforce. Career and technical education is integral to the success of integrating academics and career preparation and providing essential skills and technical proficiencies needed for any postsecondary plan.

The Dashboard Report, published annually by the Department of Workforce Development, includes data pertinent to students enrolled at Prosser Career Education Center. Analyzing the performance data drives instruction to ensure all students the skills for continued education and for career readiness. If students do not perform at the local agreed upon level for any of the core indicator categories, Prosser’s faculty implements strategies to increase performance to match or exceed the agreed upon levels.

The 2016-2017 Secondary Core Indicators Report illustrates that Prosser did not achieve the local agreed upon level (AUL) of 3 core indicators: 4S1 graduation, 5S1 Placement, and 6S1 non-traditional participation. This was the first time in six years that Prosser did not achieve4S1 and 6S1, and the third year in a row that Prosser did not achieve 6S1.

Page 3 Enrollment Trend

The CTE enrollment in District 45 decreased slightly from the 2015-2016 school year

Male/Female Enrollment Female student enrollment in District 45 CTE programs has remained marginally

less than male enrollment the past four years but continues to increase during the 2016-2017 school year.

Free/Reduced Participation Free/Reduced student participation slightly decreased in 2014-2015 but had a

significantly increased in 2015-2016.

Special Populations Participation The special population participation in 2016-2017 slightly decreased than the

previous year, but the 2016-2017 participation is higher than the 2015-2016 school year.

Page 5 Graduation Rates-CTE Students vs. All Graduates CTE students’ graduation rates continue to exceed the overall statewide high school

graduation rate.

District 45 2016-2017 graduation rate was 90.91%, which is slightly higher than statewide graduation rate of 87.19%.

The overall CTE graduation rate in 2016-2017 was 94.55%.

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Pages 6-7 Identification/Description of the student performance indicators Page 8 Multiple year Core Indicator Results

During 2016-2017, District 45 again exceeded core indicators 1S1 and 1S2.

District 45 did not meet core indicator 2S1 for Technical Skill Attainment,

although Prosser had a technical rate of 98.37%.

District 45 significantly surpassed the agreed upon levels of performance for

indicators: 3S1-Completion and.

District 45 did not meet core indicator 4S1 for Graduation, requiring

implementation of instructional and non-instructional strategies to increase

performance.

District 45 did not meet core indicator 5S1 for Placemen, requiring

implementation of instructional and non-instructional strategies to increase

performance.

For the third year in a row, District 45 did not meet core indicators 6S1 for Non-

Traditional Participation, requiring implementation of specific strategies to

increase performance.

6S2-Non-Trad Completion exceeded the agreed upon level for the first time in

three years.

District 45 far exceeded the agreed upon level for performance indicator 2X-Post

Secondary Enrollment.

District 45 far exceeded the agreed upon level for performance indicator 3X-

Clufster Match.

District 45 significantly surpassed core indicators 4X-Industry Cert./Licensing,

5X-Dual Credit, and 7X-Completion Rate.

Page 9 Disaggregated Core Indicator Results Gender

o Female students performed at a higher level than male students of eight of the eight reported core indicators.

Ethnicity o The core indicator performance results illustrate the white-not Hispanic

student population performed at a higher level than the majority of the other ethnicity groups. The white-not Hispanic student population performed at a higher level than African American student population in most of the performance areas.

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Page 17 - 19 Student Performance results within Prosser’s programs The chart on pages 17-19 of the 2016-2017 CTE Dashboard Report illustrates the

performance results of students in first year classes and second year classes in each of Prosser programs.

1S1/Language Arts Academic Achievement

Students in 31 classes (first year and second year students) of Prosser programs performed at a higher level than the local agreed upon level of performance. Students in 19 of those classes scored higher than the performance level at which the complete district scored.

1S2/Math Academic Achievement

Students in 31 classes performed at a higher level than the local agreed upon level of performance. Students in 26 of those classes scored higher than the performance level at which the complete district scored.

2S1/Technical Skills Attainment

The Local AUL was identified as 88%, and District 45 achieved 89.82%. Students in 29 classes exceeded 90%.

3S1/Completion

Students in all classes of each program except 3 performed at 100%, which is higher than the local agreed upon level of performance.

4S1/Graduation (NCLB)

Students in 27 classes of all of Prosser programs performed at a higher level than the local agreed upon level of performance which was 92.08%

5S1/Placement

The local AUL was identified as 87.29%, and our region achieved 76.35%. The report shows that students in 21 classes surpass the local AUL of 87.29%.

6S1/Non-Traditional Participation

Students in only 4 programs performed at a higher level than the local agreed upon level of performance which was 28.3%

6S2/Non-Traditional Completion

Students in only seven programs performed at a higher level than the local agreed upon level of performance which was 10.08%.

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Prosser administration, faculty, and staff will continue and/or implement programs and strategies to increase the students’ graduation rate and to increase the level of performance on all core indicators.

Effectively engage in practices vital to a Professional Learning Community.

Continue key practices for improvement in student achievement, based on the Tech Centers that Work framework for school improvement.

Strengthen integration of Indiana Academic Math and English standards within the Career and Technical programs and Indiana’s Common Core Standards.

Facilitate ECA preparation.

Review with new Prosser teachers Indiana’s graduation requirements and review with them the components of a student’s high school transcript.

Maintain active communication and collaboration with students’ home schools.

Complete and share information with teachers and parents about the percentage of graduates who enter college and must take remedial courses.

Invite employers to discuss with teachers and parents the qualifications of high school graduates applying for jobs, both in terms of academic skills and technical competence.

Develop a Work and Learn Program to elevate students’ career awareness and preparation.

Increase students’ work-based learning experiences, including but not limited to:

Job Shadowing - All first-year students are expected to participate in a job shadowing experience. During the 2016-2017 school year, more than 73% of all first-year students participated and completed the experience. Teachers and administrators anticipate continued growth of the number of students who complete the job shadowing experience and have identified strategies to support student participation.

Externships - During the 2016-2017 school year, second-year students in Drafting, Automotive Technology, Computer Tech Support, Construction Trades, Heavy Equipment, Landscape Management, Precision Machining, Electrical Technology, and Automotive Collision Repair participated in a business externship. The externship provided a platform for each student to further develop and hone at a local participating business the skills and knowledge they had learned at Prosser. During the first semester of 2016-2017, students in these programs participated in a week long, 15-hour business externship. The externship provided students with actual hands-on work directly related to their program of study.

Internship - The extended lab experience expands students’ familiarity of a specific career area and allows them to gain valuable knowledge of the expectations within that field. Students in all programs do not participate in an extended lab experience. During the 2016-2017 school year, 189 students in 12 different programs participated in an internship experience. In addition to the students participating in an extended lab experience more than 90 students enrolled in the second-year program of Health Sciences participate at a local long-term care facility in a 75-hour clinical experience as part of their training to earn their Certified Nursing Assistant certificate. These students

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also participated in an internship experience in a local hospital, medical office, or other health sciences related facility.

Mock Interview - For the past five years, Prosser has annually hosted a mock interview event in May of each school year. In May, 2017, over 50 human resource personnel from the local business and industry community will again participate and conducted a mock interview with each senior from each Prosser program. Students will prepare for the interview by creating a genuine resume and creating a portfolio. Each interview resembles a real interview as closely as possible, and the students receive valuable experience as a job candidate and learn what is expected in all aspects of the interview process. Following the interview, the professional interviewer provides the student constructive feedback to improve his/her self-presentation skills.

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STUDENT ASSESSMENTS, STUDENT SURVEYS, TEACHER SURVEYS

During February, 2010, February, 2012, February, 2014, and February 2016, 60 Prosser students in each of those three years participated in the Technical Centers That Work student assessment. These students were tested in math, English and science. In addition, these students completed survey questions and were asked to respond about their perception of the technical education Prosser instructors provide. Technical Centers That Work recommends a rigorous curriculum for all students entering into a technical field of study. These recommendations include: 4 college prep English courses, 4 math courses, 3 college prep science courses, 3 college prep social studies courses, one computer course and 4 credits in a concentration of study as well as the essential skills in reading, writing and math for academic readiness and further study. SREB/Technical Centers That Work no longer administers the math, English, and science student assessment. In March, 2016, 60 seniors completed online the TCTW Student Survey, responding to questions regarding course-taking patterns and sharing their perceptions of expectations of their teachers. The survey collected information on students’ experiences in English/language arts, mathematics, science, and career and technical education classes. In addition, students’ responses indicated their perceptions of the amount of advisement and guidance from teachers, counselors, and administrators. Survey results also indicated how students will report their plans for life after high school. As a career and technical education center in the Technology Centers That Work (TCTW) network, Prosser Career Education Center faculty and staff have committed themselves to prepare graduates in high-demand, high-wage, high-skill fields for postsecondary studies and employment. Prosser has continued to follow the effort-based TCTW school improvement model, strengthening the capacity of Prosser instructors to guide students through authentic projects and activities in order to teach essential college-and career-readiness academic standards in the context of the CTE curriculum. On November 3, 2015, SREB Consultant, Gina Smith delivered professional development on writing clear objectives and planning effective instruction to meet the needs of Prosser students. Teachers were surveyed after the training, and a majority of teachers felt they acquired pertinent information that would assist them to guide more effective instruction to elevate student learning. The majority of teachers also felt they walked away with more instructional strategies and questioning skills. Prosser teachers completed the TCTW Teacher Survey in February, 2012; February, 2014; March, 2016. A comparison of the teachers’ responses on the surveys provides an opportunity to collect teacher feedback on Prosser’s mission, classroom practices and experiences. In addition, teachers provided

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feedback to reflect their perception of our facility’s leadership, professional development opportunities and other aspects related to continuous improvement at Prosser. Results are used to obtain a sense of what is going on in the center and also to set goals and document progress towards attaining them. The TCTW Teacher Survey is designed to provide teachers with an opportunity to share their insights into center and classroom practices and to indicate the professional development they have received and would like to receive in the coming years. The survey gives every teacher at Prosser a voice in the improvement process. All teachers complete the surveys; non-teaching staff (e.g., administrators, counselors, para-professionals, and custodians) do not complete the survey. Administrators, teachers, and counselors may review and discuss the results of the survey to explore and implement any necessary changes in professional development, instruction, organization, and practices required to advance student learning. Other areas of focus included on the student survey and teacher survey involve how teachers integrate math, literacy, and science within the CTE classroom. Survey data indicated that the perception of the teachers’ level of integration is higher than students’ perceptions of integration in literacy and math, but teachers had a lower perception of science integration than students. This data guides professional conversations during professional development and weekly collaboration meetings. Prosser teachers utilize TCTW key practices for improved student achievement. Prosser will share with community stakeholders and with Southern Indiana participants’ relevant data. In addition, faculty utilizes the data to identify needs for continued improvement and to celebrate success for achieved goals.

CAREER TECHNICAL REVIEW As an active member of Technical Centers that Work, Prosser participated in a Career Technical Review (CTR) on September 28, 2015. The CTR was not evaluative and represented efforts by the visiting CTR team and Prosser’s faculty and staff to improve student learning. The CTR provided an external look to identify needed actions to better prepare students for college and career. The CTR team was composed of academic and career/technical stakeholders to help school leaders and teachers identify changes needed to achieve the Technology Centers That Work (TCTW) goal: improved student achievement. The CTR team was led by Ms. Renee Murphy, who is a TCTW CTR site coordinator. In addition, one CTE teacher, two guidance counselors, and one principal all from various sending schools whose students attend Prosser were part of the CTR team. Also, serving on the CTR team were an Indiana CTE center’s assistant director and the Ivy Tech State College Vice Chancellor for Academic Affairs.

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Following the CTR, the team provided Prosser administrators and teachers the Career Technical Review Report of Findings. In the Report of Findings, the team identified areas to improve the quality of learning for all students and includes information and data to

raise expectations for student performance;

revise what students are taught;

change how students are taught;

change how the school relates to students;

change how teachers relate to each other;

change how the school relates to parents, middle schools, employers and postsecondary schools; and

collect and use data for continued improvement.

A copy of the complete Career Technical Review Report of Findings is kept in the principal’s office. The administrative team shared with the complete faculty the report’s Promising Practices, Evidence of Need, and Recommended Actions. In addition, each teacher received a summary of the complete report, which is included on the following two pages as an attachment to this section. During building committee meetings and school improvement committee meetings, teachers and administrators have reviewed the Report of Findings and have identified areas of focus for ongoing professional development and instructional training in order to continue to elevate student learning. Specific training, especially training relevant to literacy and pertinent to instruction, have already occurred during the 2015-2016 school year and will be also included during successive years.

The CTR provides administrators and teachers specific information regarding promising practices as well as evidence to suggest actions for improvement. Overall Quality of CTE Guidance and Counseling Professional Development Promising Practices

Students know why they are learning what they are learning (relevance)

Graduation rate of 96.82% in 2014

Number of industry-recognized certifications (1167 in 2015)

VU and Ivy Tech dual college credit agreements

Number of college credits earned (6116 in 2015)

Business partnerships provide work based learning experiences for students

Students are obvious supporters of Prosser

Students’ successes in Skills/USA

PRIDE Work Ethic Certificate

Regular newsletters

Annual Open House

Regularly-scheduled advisory meetings

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Math teacher collaborating with all CTE teachers

Literacy coach

Lunch and Learn series; Snack and Learn series

Ongoing professional development training focused on literacy strategies

Extra help provided for certification exams

Administration team financially supports participation in PLC and TCTW

Frequent teacher and administrative participation in TCTW and PLC conferences

Completion of authentic assignments in various programs

Pacing guides reviewed by administrators

Teacher training program for first-year and second-year teachers

Active program advisory support Evidence of Need

Building outdated and in need of renovation

Technology access

Little evidence of lesson planning and unit planning

Little evidence of rubrics

Students do not have career technical plan that connect to 4-10 years beyond high school

Little connection to sending schools’ academic teachers

Little diversity among students

No organized program to extend extra help to students

Students reported they are required to read more frequently in first-year program than during second-year program

Use of formative assessment activities during instruction

Consistent use of effective questioning strategies during instruction

Additional administrative presence in classrooms and labs Recommended Actions

Develop standard rubrics

Review and elevate use of technology in areas other than technology-specific classrooms

Invite academic teachers to attend student tours

Distribute newsletters to academic teachers among sending schools

Target non-traditional students to support completion of program

Consider extra-help sessions on non-instructional days

Develop literacy plan to effectively embed literacy instruction across the curriculum

Provide training relevant to effective questioning strategies, including depth of knowledge

Continue teacher training to elevate use of learning objectives to target student learning

Business consultation regarding needs for reading and writing

Additional administrative walk-through visits

Solicit advisory members’ financial support to fund students’ certification tests

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DUAL COLLEGE CREDITS - 2015-2016--2016-2017

Students may earn dual high school/college credits with Ivy Tech Community College (IT) or with Vincennes University (VU) if enrolled in any of the following programs. The chart on the following page illustrates the number of credits available in each of the programs in each of the three school years. In addition, the chart illustrates the number of students who earned dual credits in each program and illustrates the total number of dual credits earned. Students earned 6502 dual college credits in 2016-2017 and 6481 dual college credits in 2015-2016, an increase of 21. A thorough review of the Dual Credits Earned 2016-2017 chart, which is the following page, illustrates the growth or reduction in the number of dual credits earned in each program for the past three years. Additional dual credit courses may be added or deleted because of several factors. For example, a decline in student enrollment in a specific program may adversely affect the number of credits earned. In addition, VU and Ivy Tech annually identify the specific dual credit courses. The increase or decrease of one year in a specific program may have been simply because the university did not identify the same dual credit courses as the previous year. A comparison summary of the past three years includes:

The total number of dual credits increased by 386 from 2015 to 2017. In 2017, Cosmetology students earned 352 more dual credits than in 2016 and 311 more

credits in 2016 for a total increase of 663 dual credits earned from 2015 to 2017. Students in Horticulture/Landscape Management earned 69 more dual credits in 2017 than

in 2016. Culinary Arts students achieves an increase of 56 more dual credits in 2017. In 2017, 100% of the students enrolled in 5 first-year programs earned dual credits. In 2017, 100% of the students enrolled in 9 second-year programs earned dual credits. Students enrolling in the new dental assistant program can earn up to 9.5 dual credits

starting in the 2017-2018 school year from Ivy Tech. The requirement of passing the Accuplacer to qualify for dual credits continues to be a large

hurdle for many students in several programs. Students in Electrical earned 51 more dual credits in 2017 than in 2016.

Three programs continue to offer no dual credits: Heavy Equipment Operator, Interactive Media, and Pre-pharmacy.

Nine programs increased their number of dual credits achieved in 2017 with ten classes decreasing.

Aircraft Operation had the largest loss of dual credits from 2016-2017 with 215 credits. The succeeding attachments, 2016-2017 Dual High School/College Credits and 2017-2018 Technical Honors Diploma Pathways, illustrate the number of dual credits students may earn in each program during the 2016-2017 and 2017-2018 school year. All programs either maintained or increased available dual credits, and students in Automotive Technology may earn up to 15 additional dual credits than in 2018. Also, students in Electrical Technology may earn up to 9 additional dual credits than in 2018.

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CERTIFICATIONS - 2015-2016--2016-2017 Students in various programs earn program-specific licenses and/or certifications, ensuring career readiness. In 2016-2017, students earned 663 program-specific certifications, 288 less than in the previous year. A thorough review of the Earned Certifications 2015-2016 chart, which is the following page, Illustrates the growth or reduction in the number of certificates earned in each program for the past three years. Program certifications may be added or deleted because of several factors. For example, a decline in student enrollment in a specific program may adversely affect the number of certifications earned. In addition, a program’s change in curriculum may lead to fewer or more program-specific certifications. A comparison summary of the past three years follows:

From the end of 2015 to the end of 2017, the total number of earned certifications decreased by 452.

Students in 7 classes earned more certifications from 2015-2017.

Students in 12 programs earned fewer certifications from 2015-2017.

Culinary Arts students earned 22 fewer program-specific certifications in 2017 and 41 fewer in 2016 for a total of 63 fewer certifications than in 2015.

Health Science students earned 43 fewer program-specific certifications in 2017 and 37 fewer in 2016 for a total of 80 fewer certifications than in 2015.

Welding students earned 85 fewer program-specific certifications in 2017 and 61 fewer in 2016 for a total of 146 fewer certifications than in 2015.

Criminal Justice continued to add certifications with 29 more students earning program-specific certifications in 2016 and 7 more in 2017.

Networking earned 59 more certifications in 2017. The succeeding attachment, 2016-2017 Certifications, illustrates the number of program-specific certifications students may earn in each program during the 2016-2017 school year.

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HIGH SCHOOL DIPLOMAS and GRADUATION RATE

The Indiana State Board of Education adopts course and credit requirements for earning a high school diploma. The newest set of requirements went into effect for students who entered high school in the fall of 2012 (Class of 2016). Under these requirements, students have the option of earning one of these four diploma types: General, Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors. The Indiana General Assembly made completion of Core 40 a graduation requirement for all students beginning with those who entered high school in the fall of 2007. The legislation includes an opt-out provision for parents who determine their students could receive a greater benefit from the General Diploma. The legislation also made Core 40 a minimum college admission requirement for the state’s public four-year universities beginning in the fall of 2011. Student who attend Prosser Career Education Center are eligible to earn any of the Indiana recognized high school diplomas. For each semester, students earn three credits for the Prosser course they successfully complete. Students who attend Prosser for two years and successfully complete each semester will earn 12 credits of the credits required to earn any diploma. Students who attend the sending schools within Prosser’s region are not typically eligible to earn the Core 40 with Technical Honors unless they enroll at Prosser. Prosser’s administration and student services personnel communicate regularly with the sending school counselors regarding eligible students. At the beginning of each school year, Prosser’s counselor, Ms. Valerie Prince, receives from each sending school the names of Prosser students who are eligible for the Technical Honors diploma. She meets with each of these students during the first semester and during the second semester to assist them to remain eligible for the Core 40 with Technical Honors diploma. The number of Prosser Technical Honor’s diploma (THD) candidates have grown since 2014. The rise in THD students demonstrates that the students who attend Prosser are academically motivated to achieve. 2014 90 candidates 2015 150 candidates 2016 194 candidates 2017 161 candidates The 2017 graduation rate was slightly lower than the preceding years. At 91.19% we did not meet the Local AUL as well as the State AUL of 95%. Prosser’s student graduation rate is an area we will continue to grow in.

2013 96.25% 2014 96.82% 2015 93.8% 2016 95.51% 2017 91.19%

Local data supports state and national research that consistently illustrates that students involved in high-quality career and technical education programming graduate from high school at a higher rate than students not involved in CTE programming. With a focus on curriculum that leads to dual college

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credits and industry certifications, Prosser students experience rigor and relevance within each program’s curriculum. The following chart illustrates the past four years’ graduation rate of each of the high schools whose students attend Prosser. Prosser’s high graduation rate has a positive impact on each school’s individual graduation percentage.

2013 2014 2015 2016 2017 Austin 88.6% 88.6% 88.5% 89.5% 90.72% Borden 98.4% 89.8% 91.9% 95% 93.33% Charlestown 94.2% 96.2% 94.4% 94.5% 96.82% Christian Academy 97.7% 87.5% 100% 100% 100% Clarksville 96.5% 97.7% 95.1% 96.7% 98.82% Corydon Central 98.2% 95.8% 95.1% 92.6% 94.83% Crawford County 87.5% 88.7% 91.7% 86% 88.18% Eastern 89.5% 95% 94.4% 98.9% 92.63% Floyd Central 97% 97.8% 95.8% 95.3% 95.98% Henryville 94.7% 94.4% 95.5% 91.9% 90.59% Jeffersonville 89% 93.6% 91.9% 94% 87.78% Lanesville 96.6% 100% 100% 98.3% 98.51% New Albany 93.1% 95.9% 90.9% 92.2% 91.67% New Washington 89.7% 97% 91.4% 91.7% 100% North Harrison 91.3% 97% 95.6% 95.3% 99.35% Providence 96% 99.2% 100% 100% 100% Rock Creek Academy 84% 100% 100% 91.3% 97.44% Salem 92.8% 94.1% 95% 94.7% 87.25% Scottsburg 74.7% 82.5% 85.6% 83.5% 84.49% Silver Creek 92.6% 97.3% 91.3% 91.9% 89.74% South Central 85.3% 92.7% 92.7% 91.3% 95.65% Each Indiana high school annually reports to the IDOE graduation statistics. The following chart demonstrates the percentage of the types of diplomas Indiana students earned in 2017 and the average percentage of the types of diplomas reported by all of Prosser’s 21 sending schools.

General Diploma Core40 Honors Diploma Indiana, 2017 11.3% 49.8% 38.9% Prosser’s 21 Sending Schools, 2017 9.2% 49.7% 41.1% Students who earn a high school diploma have a valuable lifetime credential. Prosser anticipates that collaboration with sending school personnel and more focused communication with students and parents will maintain or increase the number of students who graduate and who earn the Core 40 or an Honors Diploma, specifically the Technical Honors Diploma.

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ECA DATA ANALYSIS

To be eligible to graduate from high school, each student must pass the End-of-Course Assessment (ECA) for Algebra I and English 10 or the ISTEP+ 10 (starting 2017-2018 Junior cohort). Most students take the ECA/ISTEP+ 10 at their home school before they begin their junior year at Prosser. Prosser students who do not pass the ECA/ISTEP+ 10 as a sophomore participate in ECA/ISTEP+10 preparation at their home school and at Prosser. The following chart illustrates the number of students from the last 3 years from each sending high school who did not pass at least one section of the ECA/ISTEP+ 10 as a sophomore and in which Prosser program they enrolled.

Student ECA/ISTEP+ 10 Re-testers English and/or Math

Students Enrolled Students Enrolled Students Enrolled Home High School 2017-2018 2016-2017 2015-2016 Austin 11 3 4 Borden 16 6 6 Charlestown 28 6 7 Christian Academy 0 0 0 Clarksville 12 14 10 Corydon Central 26 10 22 Crawford County 10 1 4 Eastern 24 3 6 Floyd Central 45 44 39 Henryville 20 16 21 Jeffersonville 34 33 20 Lanesville 14 11 11 New Albany 100 122 62 New Washington 2 1 1 North Harrison 28 12 11 Providence 6 0 0 Rock Creek Academy 0 0 0 Salem 27 18 28 Scottsburg 14 10 11 Silver Creek 55 25 15 South Central 9 9 3 481 344 281 students students students

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Strategies between Prosser and each sending school to assist students to complete ECA/ISTEP+ 10 preparation must include active and consistent communication. In addition to maintaining active communication with students’ home school teachers of record and counselors, strategies to assist students’ ECA/ISTEP+ 10 preparation include:

1. Effectively implement and maintain the key practices for improvement in student achievement focusing on literacy and math

2. Effectively integrate math and literacy within the CTE curriculum 3. Continue New Teacher training program for first-year teachers and second-year teachers 4. Lunch and Learn teacher training sessions 5. Maintain active communication and collaboration with students’ home schools. 6. Utilize the students’ use of non-instructional time. 7. Prosser’s literacy coach and math teacher will be available to assist students before school,

between the two instructional sessions, and at the end of the instructional day.

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END OF PATHWAY ASSESSMENTS Prosser did not meet Core Indicator 2S1, 84.54%, which demonstrates the percentage of students who passed the end of program assessments. Prosser administrators, teachers, and student services personnel have identified more effective strategies to consistently attain the Local AUL of 89.32%. To ensure students will meet or exceed and demonstrate the level of competence to be college and career ready, Prosser’s faculty and staff will:

align program standards and curriculum to the dual credit standards and to curriculum pertinent to program-specific certifications.

annually review and update pacing guides to reflect timely instruction.

ensure that the EPA’s are correctly identified for each program.

annually review and identify valuable program-specific certifications.

annually identify most appropriate and timely quarter for students to complete EPA, depending on identified EPA and respective curriculum.

ensure student performance data is accurately reported.

complete quarterly audits to assess the level to which the indicator has been achieved.

modify instruction or practices if low level of achievement is noted per quarterly audit.

annually identify in which programs fewer certifications were earned. o 288 fewer certifications were earned in 2017 than in 2016. o Culinary Arts students earned 22 fewer program-specific certifications in 2017 and 41

fewer in 2016 for a total of 63 fewer certifications than in 2015. o Health Science students earned 43 fewer program-specific certifications in 2017 and

37 fewer in 2016 for a total of 80 fewer certifications than in 2015. o Welding students earned 85 fewer program-specific certifications in 2017 and 61

fewer in 2016 for a total of 146 fewer certifications than in 2015.

modify planned instruction or practices if fewer certifications were earned in preceding year.

identify in which programs more certifications were earned than in preceding year o Students in two classes earned more certification successively in 2016 and 2017. o Additional certifications were added in Computer Programming, Electrical, and

Networking. o Networking earned 59 more certifications in 2017. o Criminal Justice continued to add certifications with 29 more students earning program-

specific certifications in 2016 and 7 more in 2017. o Interactive Media earned 16 additional certifications in 2017.

Students may earn dual high school/college credits with Ivy Tech Community College (IT) or with Vincennes University (VU) if enrolled in any of the following programs. The chart on the following page illustrates the number of credits available in each of the programs in each of the three school year. In addition, the chart illustrates the number of students who earned dual credits in each program and illustrates the total number of dual credits earned. Students earned 6272 dual college credits in 2013-2014 and 6481 in 2015-2016, an increase of 209 overall.

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ACTION PLANS AND PROFESSIONAL DEVELOPMENT

Action Plan Goal #1

Prosser Career Education students will attain or exceed the 4S1/Graduation (NCLB) Core Indicator at the Local Agreed-Upon Level of 92.08% for 2017-2018 as identified by the Department of Workforce Development. Research-Based Strategies to Reach Action Plan Goal #1

1. Effectively engage in practices vital to a Professional Learning Community 2. Effectively implement and maintain the key practices for improvement in student achievement,

based on the Tech Centers that Work framework for school improvement 3. Continue New-to-Prosser teacher training program for first-year teachers 4. Continue Teacher Leaders training program to support a professional educator culture 5. Continue teacher training sessions - PD 6. Annual review with all teachers Indiana’s graduation and Pathway requirements; review of

components of student’s high school transcript 7. Counsel students and parents the importance of earning a high school diploma 8. Maintain active communication and collaboration with students’ home schools 9. Invite employers to discuss with teachers and parents the qualifications of high school

graduates applying for jobs, both in terms of academic skills and technical competence 10. Utilize the students’ use of non-instructional time.

a. Prosser’s literacy coach and math teacher will be available to assist students before school, between the two instructional sessions, and at the end of the instructional day

11. Increase daily student attendance, as outlined in the ATTENDANCE segment of the School Improvement Plan.

12. Increase student participation in work-based learning experiences, including a. Students’ participation in job shadowing experience b. Students’ participation in externship experiences c. Students’ participation in extended lab/internship experiences d. Students’ participation in mock interviews

13. Expand partnership with Vincennes University to effectively inaugurate Early College. 14. Increase student awareness and student sense of value of PRIDE Work Ethic Certificate. 15. Schedule non-traditional (gender-related) students enrolled in specific courses to act as

student tour guides and as student speakers (i.e. female serve as tour guide in auto tech or auto collision program; male serve as tour guide for cosmetology, etc.)

16. Highlight in publications programs that have been identified as non-traditional. 17. Highlight students in non-traditional programs on Prosser website and on social media. 18. Highlight at Prosser’s annual Open House non-traditional students in non-traditional programs. 19. Student Services will conduct or facilitate non-traditional activity or program each semester,

involving business partners and other community members.

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20. Highlight at Prosser’s annual Open House job opportunities for students in Non-traditional career areas as well as scholarship opportunities for postsecondary education and training

Strategies for Unique Populations

1. All strategies listed above apply to our unique population groups, including students enrolled in non-traditional programs based on gender.

2. Increase our corporation ENL resource person will be available to support our ENL population. 3. With assistance from paraprofessionals within our building, Dr. Portukalian monitors the

progress of students who have IEP’s. 4. Increase Dr. Portukalian reviews with Prosser’s instructors and with paraprofessionals

students’ IEP’s, identifying adaptations and modifications. 5. Mrs. Campbell, Dr. Portukalian, or designee attends case conferences of special education

students. 6. Host annual meetings with special needs’ facilitators and teachers of record in order to review

appropriate program placement and pertinent information regarding assisting the success of students with student needs.

Corresponding Professional Development Activities

1. Teachers will participate in professional development activities that focus on Prosser’s becoming a Professional Learning Community.

2. Teachers will participate in professional development activities that focus on improvement in student achievement, based on the Tech Centers that Work framework for school improvement

3. During professional development activities, teachers will be informed of effective instructional strategies to increase student performance, including effective literacy strategies

4. Prosser’s math teacher and literacy coach will collaborate with all program teachers to 5. Identify academic standards that are integrated within the curriculum. 6. Revisit and administer new TCTW Teacher Survey regarding the importance of students

graduating from high school and their role in assisting students to graduate.

Timeline All strategies will be continued throughout the 2017-2018 school year and will continue through the first semester of 2018-2019.

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Resources

Staff trained and knowledgeable

Professional development monies

Learning space dedicated to computer use and classroom instruction

Time dedicated for staff professional development training

How will this Professional Development, when implemented, result in increased teacher effectiveness leading to higher student achievement?

As teacher knowledge and skills increase, curriculum planning, instructional preparation, and lesson planning will contain more academic emphasis. Faculty will learn more about curriculum planning, standards integration, and rigorous curriculum design. Teachers will update program pacing guides and will annually update quarterly assessments/common formative assessments. Required student coursework containing applied academics and remediation activities will produce higher student learning and achievement. Teacher expectations of students will rise; therefore, student achievement and skills will also rise. Students must be successful academically. Interventions that are implemented throughout a student’s high school career will lead to the accomplishment of the goal of having students graduate from high school.

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Action Plan Goal #2

Prosser Career Education students will attain the 2S1 Technical Skills Attainment Core Indicator at the Local Agreed-Upon Level of 89.32% for 2017-2018 as identified by the Department of Workforce Development.

Research-Based Strategies to Reach Action Plan Goal #2

1. Effectively engage in practices vital to a Professional Learning Community. 2. Effectively implement and maintain the key practices for improvement in student achievement,

based on the Tech Centers that Work framework for school improvement. 3. Align program standards with dual credit standards. 4. Strengthen integration of Indiana’s Common Core Standards within the Career and Technical

programs. 5. Continue New-to-Prosser teacher training program for first & second-year teachers. 6. Continue Teacher Leaders training program to support a professional educator culture. 7. Continue teacher training sessions – PD. 8. Maintain active communication and collaboration with students’ home schools. 9. Utilize the students’ use of non-instructional time. 10. Increase and actively acknowledge daily student attendance.

11. Implement strategy to effectively gather and record accurate technical skill attainment information.

12. Faculty and staff will facilitate students’ work-based learning experiences, including a. Students’ participation in job shadowing experience b. Students’ participation in externship experiences c. Students’ participation in extended lab experiences d. Students’ participation in mock interviews

13. Schedule non-traditional (gender-related) students enrolled in specific courses to act as student tour guides and as student speakers (i.e. female serve as tour guide in auto tech or auto collision program; male serve as tour guide for cosmetology, etc.)

14. Highlight in publications programs that have been identified as non-traditional. 15. Highlight students in non-traditional programs on Prosser website and on Facebook/social

media. 16. Highlight at Prosser’s annual Open House non-traditional students in non-traditional programs 17. Student Services will conduct or facilitate non-traditional activity or program each semester,

involving business partners and other community members 18. Highlight at Prosser’s annual Open House job opportunities for students in

a. Non-traditional career areas as well as scholarship opportunities for postsecondary education and training

19. Expand partnership with Vincennes University to effectively inaugurate Early College

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Strategies for Unique Populations 1. All strategies listed above apply to our unique population groups, including students enrolled

in non-traditional programs based on gender. 2. Our corporation ENL resource person will be available to support our ENL population. 3. With assistance from paraprofessionals within our building, Dr. Portukalian monitors the

progress of students who have IEP’s. 4. Dr. Portukalian reviews with Prosser’s instructors and with paraprofessionals students’ IEP’s,

identifying adaptations and modifications. 5. Mrs. Campbell, Dr. Portukalian, or designee attends case conferences of special education

students. 6. Host annual meetings with special needs’ facilitators and teachers of record in order to review

appropriate program placement and pertinent information regarding assisting the success of students with student needs.

Corresponding Professional Development Activities

1. Teachers will participate in professional development activities that focus on Prosser’s being a Professional Learning Community.

2. Teachers will participate in professional development activities that focus on improvement in student achievement, based on the Tech Centers that Work framework for school improvement.

3. During professional development activities, teachers will be informed of effective teaching strategies to increase student performance.

4. Prosser’s math teacher and literacy coach with all program teachers will collaboratively identify academic standards that are integrated within the curriculum.

5. Review data regarding the 2016 TCTW teacher survey and student survey/conduct new survey, fall of 2018.

6. Share with teachers the results of the TCTW Teacher Survey regarding the importance of students graduating from high school and their role in assisting students to graduate.

Timeline All strategies will be continued throughout the 2017-2018 school year and will continue through the first semester of 2018-2019. Resources

Staff trained and knowledgeable

Professional development monies

Learning space dedicated to computer use and classroom instruction

Time dedicated for staff professional development training

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How will this Professional Development, when implemented, result in increased teacher effectiveness leading to higher student achievement?

As teacher knowledge and skills increase, curriculum planning, instructional preparation, and lesson planning will contain more academic emphasis. Teachers will learn and implement effective strategies related to curriculum planning, standards integration, and rigorous curriculum design. Teachers will update program pacing guides and will annually update quarterly assessments/common formative assessments. Required student coursework containing applied academics and remediation activities will produce higher student learning and achievement. Teacher expectations of students will rise; therefore, student achievement and skills will also rise. Students must be successful academically. Interventions that are implemented throughout a student’s high school career will lead to the accomplishment of the goal of having students graduate from high school.